The Internet is such a new development that little has been written on it in the
literature of Independent Language Learning. There is no existing survey linking the use
of the Internet as a resource for language teaching and learning with the principles of
Independent Language Learning. At present, Internet sites put on-line by independent,
autonomous and self-access language learning centres vary considerably in the amount and
type of information they provide for their various types of users. The usefulness of
computer software, including the Internet, for promoting autonomous language learning is
questioned by Benson & Voller
(1997:10) when they say it is, "an example of a technology which claims to
promote autonomy simply by offering the possibility of self-study. Such claims are
dubious, however, because of the limited range of options and roles offered to the
learner." It is hoped that the results of the evaluation of the CILL site will go
some way towards refuting this assertion.

The applicability of Second Language Acquisition (SLA) to Computer-assisted Language
Learning (CALL) is highlighted by Chapelle (1997:
19) in a paper tellingly entitled CALL in the Year 2000: Still in Search of Research
Paradigms?. She suggests that, although previous CALL research has drawn heavily on
research in other fields such as human-computer interaction and psychology, SLA theory
should play a more prominent role in CALL research. This study examines Independent
Language Learning research, a part of SLA theory, and its relationship to language
learning on the Internet, a part of CALL. Chapelle concludes by highlighting the need for
research and evaluation of CALL, saying that "With SLA research as a basis for
investigation of CALL, the paradigm search of the next decade can be a quest for methods
that complement our fundamental understanding of the language experience learners engage
in through CALL activities." It is hoped that the evaluation by learners in this
study complements our understanding of this small part of the above language learning
experience.

In the light of Benson & Vollerss criticism and Chapelles suggestion
for further research, the aim of this investigation is to suggest a principled design for
the Internet site of the Centre for Independent Language Learning (CILL) of the Hong Kong
Polytechnic University (HKPU).

The need for this investigation was highlighted by the authors realisation, when
given the task of upgrading and maintaining the existing CILL Internet site, that there
was a gap in the literature on independent language learning and CALL in this area.

The aim of this survey is two-fold, firstly to set the research question in the context
of previous work in the field, and secondly to demonstrate the pedagogical background to
individual elements of the CILL Internet site.

"Learning in which an individual or group of learners study on their
own, possibly for a part of parts of a course, without direct intervention from a tutor.
This can involve learners in taking greater responsibility for what they learn, how they
learn, and when they learn. It can also lead to learners being more involved in their own
assessment. Independent learning is likely to be most effective when at least some support
is available." (Jeffries: 1990)

Contrasting independent learning with other terms used to describe related ideas such
as autonomous learning and self-directed learning can be problematic.

Pemberton (1997: 2 - 3), in the introduction to his book,
discusses the wide range of terms used in the language field. Holec, he says, sees autonomy as, "an ability
or a capacity that needs to be acquired" rather than a process, and
self-directed learning as, "learning that may take place when autonomy is being or
has been acquired". Dickinson , he says,
disagrees, defining self-direction as the potential, and autonomy
as the action of carrying out the responsibility for learning. Little, he says, disagrees
with this definition of autonomy, saying that it is an ideal state, and as such rarely
realised. Others, he says, point out the autonomy is not a "steady state"
because it can vary with time and task.

The confusion about definitions has been addressed by Benson and Voller (1997: 13) who
say:

Monolithic definitions of autonomy and independence have proved elusive,
and it is perhaps more productive to speak of the different versions of the
concepts which correspond to different perspectives and circumstances. Accepted means of
implementing autonomy and independence through self-access and self-directed learning have
also proved open to question, and again it may be more productive to think of a range of
possibilities for implementation.

Therefore this study will utilise sources that refer to independence, autonomy and
self-directed learning where they can inform the design and development of the CILL web
site.

The philosophy of independent learning rose to prominence with new views of the role of
education. Holec (1981: 1) describes a change since the
1960s from a view of man as a product of his society to man as a
producer of his society, and the role of adult education as having the
objectives of equal opportunities, responsible autonomy, personal fulfilment and the
democratisation of education. He defines autonomy as "the ability to take charge of
ones own learning." Holec (1981 :3)

The CILL Internet site aims to give learners this ability at different levels, for
example by explaining the advantages of independent learning ,
or by providing them with tools to make them less reliant on a teacher, for example e-mail
and text conferencing for communication with native speakers of the language they are
learning, so that they are not reliant on the teacher as their only source of authentic
second-language (L2) communication.

Thus the learner can become a producer of his society by becoming part of
and contributing to the society that is formed by users of the Internet.

Sheerin (1997: 56) describes a general belief
among educators (e.g. Nunan: 1997, Pemberton
et al.: 1997, Littlewood: 1981, Ur:
1988 ) that "learning is more effective when learners are active in the learning
process, assuming responsibility for their learning and participating in the decisions
that affect it."

Learners are encouraged to assume responsibility for their own learning by taking part
in the above process, and also by being responsible for the frequency, duration and pace
of their studies. The CILL Internet site is on-line and available to learners 24 hours a
day.

Learners can participate in the decisions that affect their learning both by making
decisions about how and what to study by themselves, and by communicating with CILL staff
by e-mail for advice and about resources. CILL has an e-mail address,
,
and an advice service for learners, in which a CILL tutor will reply to learner enquiries
with 48 hours.

Cognitive views of learning and philosophical views of independent language learning
can be linked to each other and inform the design of the CILL Internet site as they can
form a theoretical basis for autonomous language learning on the Internet.

Cognitive models of human learning can be related to the navigation system of the
Internet and this relationship can be utilised in independent language learning. The
hyperlink navigational system of the Internet takes advantage of the cognitive processes
of connection, accretion, articulation and solidification described by Eklund (1995). Briefly, in connection weak
cognitive links are created between new and old knowledge. This is an introductory stage,
and can be seen in links to new information that give a brief
description of the information that can be found by following the link. In
accretion the knowledge is expanded and many new links are created. This is
the input of new material, and happens on the CILL site when a user accesses new
materials. In articulation many links are strengthened while some are deleted.
On the CILL site this might happen, for example as a user decides which learning strategies to use for a task, and which
to ignore. The final stage is solidification, when links are strengthened.
On the CILL site this may happen as users re-visit this information on learning strategies
and put the strategies into practice.

These mental links are reflected in the hyperlinks used for navigation on the Internet,
which allow learners to investigate a topic in a depth that gives the learner "the
freedom to exercise judgement about what is to be learned and at what pace" Eklund (1995). The four stages are reflected in the
information about how to learn English on the Internet. Eklund also
suggests a list of Frequently-asked Questions (a FAQ) and the
four-stage learning process is reflected in the learner pathways.

Benson (1997: 22 - 24) loosely links different
approaches to language learning to various versions of learner autonomy, and some features
of the CILL site reflect these links.

He links positivist approaches to language learning to technical versions of learner
autonomy. Positivism suggests that learning may happen in two situations. Firstly it may
be the transmission of knowledge from one individual to another. This may be a
face-to-face interaction, or one that is computer-mediated. Secondly, it may be the
discovery of new knowledge by hypothesis testing. This may also occur on the Internet, for
example the CILL Internet site has links to help the students
meet e-mail pen-pals. The hypothesis testing takes place when these
pen-pals engage in authentic communication and test whether the English they have produced
is understood by their interlocutor.

Technical versions of autonomy mainly seek to prepare the learner for learning after
their formal education has finished. The CILL Internet site prepares the learners by
equipping learners with such technical skills, for example by giving information on learner strategies and learner training.
An example of the positivist / technical link is that learners can be trained to formulate
hypotheses about English, and then test them. For example learners can formulate a
hypothesis about the standard greetings and signing off formalities are done in e-mail
messages, and then test them by communicating with their e-mail pen-pals. They could also
formulate a hypothesis about grammar, and then test it by searching through an Internet grammar source or by using the Internets search engines as concordancers. Hypotheses can also be tested
less autonomously by e-mailing a tutor.

Benson also links constructivist approaches to
language learning with psychological versions of autonomy. In constructivist theory
"each learner constructs his or her own version of the target language." The
CILL Internet site encourages the development of learners idiolect and the development of
the learners interlanguage through access to on-line input
materials and access to opportunities to practise the skills and knowledge learned
through authentic communication, for example through on-line
discussions in which interaction and the negotiation of meaning are emphasised.

Benson describes psychological versions of autonomy
as emphasising the learners personality, attitudes and behaviour, which allow the
learner to take control of his or her own learning. The CILL Internet site allows learners
to investigate their own personalities by analysing their learning
styles, to analyse and perhaps modify their attitudes towards learning
without a teacher, and to modify their behaviour by learning the behaviour of a more
independent language learner (see below).

Finally, Benson links political versions of learner
autonomy with critical philosophies of learning. He suggests that political versions of
learner autonomy suggest that learners should have control over both their own learning
and the institutional context of that learning. He hypothesises that as the degree of a
learners autonomy grows, he or she becomes more critically aware of the social
context of learning the target language. Thus a learner may become more aware of the
social choices that can be made, for example which variety of English he or she wishes to
learn. The Internet provides access to different varieties of English, for example,
British, American, and Australian varieties. The CILL Internet site provides links to both
British English and American English dictionaries, even though
the institutional context of HKPU is that its official variety of English is British
English.

Versions of autonomy with a political aspect sometimes also raise the issue of whether
autonomy / independence is a Western ideal (Farmer & Sweeney 1994, Naoko 1995, Benson 1995,
Esch 1996, Tang 1996) and whether it is cultural
imperialism to force it on learners from more collectivist societies. This is discussed in
the Frequently-asked Questions (FAQ) section of the CILL Internet
site and below in the section on learners.

In an early booklet by Cornwell
and Cronk (1979) on independent learning in higher education, the authors argue that
"if higher education has only a single aim then surely it would be to create
independent learners." "We in education must ensure that the ability to learn in
an autonomous and self-directed way should now be an essential component in the vocational
survival kit of all our graduates." Cornwell and Cronk (1979: 1).
The CILL Internet site aims to facilitate the vocational survival of HKPU graduates in
three ways. Firstly, by providing explanations of the usefulness of
independent learning skills, secondly by giving learners the opportunity to develop
those skills, and thirdly by providing useful tools for exercising those skills;e.g. links
to on-line dictionaries. Even after the learners graduate they
can still access the CILL site and use its facilities, so the training and facilities can
be used throughout the learners' postgraduate careers, which is not the case with
self-access centres and libraries, which are normally only available to students while
they are enrolled at an institution.

There is general agreement in the literature that learners may be at different stages
of becoming independent or autonomous learners ( Farmer & Sweeney: 1994; Sheerin: 1997; Nunan:
1997). In their paper on self-access in the Hong Kong context, Farmer & Sweeney (1994: 139)
say that, "autonomy is not an absolute but a relative term, and the degree of
autonomy may vary from one context to another". There is also an educational
environment context, and Farmer
& Sweeney(1994: 138) highlight the cultural aspect that among Hong Kong students
there is a perception that, "no teacher equals no learning." which may
pre-dispose Hong Kong learners to a low level of independence. The CILL Internet site
tries to modify this perception among its users by explaining about
independent learning.

This range in degrees of autonomy is analysed by Sheerin
(1997: 57), who gives a model of activities involved in independent learning that
illustrates the range of factors from dependence to independence (see Figure
1).

Learners are encouraged to exercise choice, and select materials and activities from
the links, pathways and materials lists by the multitude of choices of materials they can
choose. Criteria for these choices are explained in the explanation of the planning process.

Work without supervision is encouraged , but the site
provides e-mail connections to advice from tutors because it is recognised that there is a
range to the degree of learners autonomy.

Farmer and Sweeney (1994:
139) also see autonomy as a developmental process involving learner training,
"helping students to develop the confidence and motivation to believe that they can
use these materials more independently, and that they can learn without a teacher."
The CILL Internet site also shows learners how to use materials independently, for example
with an example book chapter and details of how to use it.

David Nunan (1997: 195) sets out a scheme proposing
five levels for encouraging learner autonomy in relationship to use of learning materials
(see Figure 2 below).

Level

Learner Action

Content

Process

1

Awareness

Learners are made aware of the pedagogical goals and content of the
materials they are using.

The CILL Internet site puts this range of independence into practice in the following
ways.

In Nunans Level One: Awareness,
learners are made aware of the pedagogical goals and content of the materials they are
using. The CILL site has details with each link that explain the pedagogical goals that
can be fulfilled by accessing that link, and what type of materials
they will encounter.

The process whereby learners identify strategy implications of pedagogical tasks and
identify their own preferred learning styles / strategies is facilitated by the sections
on planning and learning styles and strategies.

In Level Two: Involvement, where learners are involved in selecting their
own goals from a range of alternatives on offer, the site offers some example goals in its
section explaining a page from the Learner Diary.

In Level Three: Intervention, learners are involved in modifying and
adapting the goals and content of the learning program. The planning of learners
work is an on-going process of modification and adaptation in the light of previous work
as learners move through the process from planning to evaluation, and as the results of
the evaluation feed back into planning further work. As Holec
(1980: 33) says, "The learner does not define his needs a priori, but works
them out empirically as he goes along." This can be seen in the self-assessment
sections of the learner pathways.

In Level Four: Creation, learners create their own goals and objectives.
They graduate from use or reliance on the learner pathways to being able to create their
own goals and objectives. This is explained in the sections on planning.
To this description might be added the capability suggested by Holec (1980: 32) that learners may find that they wish to
omit suggested materials on the grounds that, "The knowledge to be acquired is
defined by the learner (or group of learners) on the basis of his (or their) communicative
aims alone, without reference to the complete range of competence of a native
speaker."

In the last level, Transcendence, learners go beyond the classroom and make
links between the content of classroom learning and the world beyond. The nature of the
Internet is that it is part of the world beyond as well as sometimes being part of a
classroom. Learners can use it to communicate authentically with people in the world
beyond, for example by using text conferencing or by taking part in on-line discussions.
Therefore, this property of the fifth level of Nunans
typology is available to learners at all levels when they access the CILL Internet site.

A learners goals in self-directed learning may be very different from that in a
non-self-directed context such as a teacher-led class. They may also be different from
goals set out in Nunans levels above, in that
learners may not have the communicative need and therefore goal of reaching Level Five to
"become teachers and researchers."

Holec (1980: 32-4) discusses learner needs, saying
that in self-directed learning the learner has the choice of knowledge to be acquired, the
level of competence aimed for, and the times, places, methodologies and learning
techniques used. This is also true of learners using the CILL Internet site, as they can
choose what knowledge they wish to acquire, from any material on the Internet if they
desire and if they use the search engines provided. They can
choose the level of competence they are aiming for by testing their competence in
communicative situations such as e-mail, discussions and conferencing to see if it is
adequate to their needs. They can choose the time they wish to study as the site is
on-line all day. They can, within the limit of access to the Internet, choose the place in
which they wish to study. They can choose the methodology and learning techniques they
wish to use from either their experience of education or from the advice for students on planning their work.

For the purposes of this study orientation is defined as the process of
familiarising learners with the facilities available in a self-access or independent
learning centre; following Sheerins (1997: 60)
distinction learner training is the development of learners procedural skills; e.g.
keeping a learner diary and developing learners learning strategies; and learner
development as the process of guiding the learner in the discovery of the principles of
independent, autonomous, or self-directed learning. Deconditioning is seen as a part of
the learner training process.

There is general agreement in the literature that learners need instruction about
independent or autonomous learning (Holec 1980 & 1981; Brindley
1989; Miller: 1992; Benson & Voller 1997; Ryan 1997; Sheerin
1997; Sturtridge 1997). As Miller (1992: 43) points out about Self-access Centres
(SACs), "Establishing a SAC does not automatically create independent learners."
Learners need to know what is available in a self-access centre through orientation, and
how to use the facilities through learner training and development.

The CILL Internet site provides orientation by an interactive
map of the centre. Learners can click on active parts of this map to find out what is
available and how to use it. For example they can click on a shelf of books to find out
the titles available. The orientation blends into learner training as learners can access
information about how to use those books to study. For less visually-oriented learners
there is a list of available resources on the sites page of
contents.

As well as orientation to CILL students may need orientation to learner training on the
Internet. As Mills (1996: 2) says about the
World-wide Web (WWW), "the WWW is not a place to turn learners loose the first time
without some orientation and guidance." CILL has workshops on "How to Use the
Internet to Improve your English", there are explanations of
what the links lead to so that learners can make informed choices of what links to
follow, and there is a beginners guide to how to navigate around
the Internet.

The need for deconditioning is highlighted by Holec
(1981: 22), who says that autonomy has to be acquired, both by acquiring the
"know-how" from learner training, and by a deconditioning process that moves him
away from prejudices about his role in learning languages. These include, firstly,
"to free himself from the notion that there is one ideal method", and secondly,
"that teachers possess that method" which the CILL Internet site encourages by
its information on learner styles and strategies.
Thirdly the learner should be deconditioned from the idea "that his mother tongue is
of no use to him for learning a second language", an idea which the CILL site
discourages by, for example, information on reading skills suggesting prediction from first language accounts of the same story, and by
providing bilingual dictionaries. Fourthly Holec recommends that the learner should get rid of the
idea "that his experience as a learner of other subjects, other know-how, cannot be
transferred, even partially", which the CILL site encourages by suggesting that
learners keep records in their diaries of study
strategies, including strategies that they already use. Fifthly he recommends that the
learner break away from the idea that he is "incapable of making any valid assessment
of his performance", which the CILL site manifests in its information
on self-assessment.

Sturtridge (1997: 67) summarises the research on
learner training by concluding that, "We now accept that few learners learn well by
themselves without language awareness and learning awareness development programmes."
In her analysis of the factors that lead to the failure of self-access centres she says
that the worst kind of training consists purely of orientation, but "a successful
centre will attempt to make learner development an ongoing cycle of action and reflection
and to offer a development program that keeps pace with the learners as they work."
(1997: 71).

The importance of learner development is emphasised by Benson & Voller (1997: 9)
when they suggest that, "it appears that learners who are forced into
self-instructional modes of learning without adequate support will tend to rely all the
more on the directive elements of the materials that they use." Firstly CILL learners
are not forced into self-instructional modes of learning as use of the centre
and its Internet site are voluntary, and secondly support is provided by a range of
resources from the on-line materials about independent language learning to e-mail access
to a tutor.

Ryan (1997: 218) combines the theory behind the
learner training and development when he describes a course he taught in Japan which
provides a model for structuring learner training. His three-part system consists firstly
of a "consciousness-raising discussion of available resources" for independent
study. The CILL Internet site provides this by describing how to use various resources
such as on-line newspapers, and providing access to discussion
forums.

The second part of Ryans system is to
"present and practise techniques to exploit resources". This happens in CILL
workshops, and the presentation happens in on-line in resources such as the Bangkok
Posts Tips on
Reading the Bangkok Post, which is designed for non-native speaker learners,
although, of course the practice has to be done by the learners themselves.

The final part of Ryans system is an
"introduction to the theoretical constructs of language acquisition underlying the
selection of resources and techniques." This stage is for learner development. It is
the final section, when learners have already put the theories into practice, and
hopefully seen that they work, rather than the first stage, when the learners might have
difficulty understanding the theory because of their lack of experience to base it on. An
example is the use of prediction for receptive skills. Learners can guess that
English-language newspapers are a resource for developing reading skills. Then they could
be presented with and practise the materials from the Bangkok Post. Finally they would
have this experience to use as a basis for expanding the use of prediction from newspaper
reading to other genres, and then to the other receptive skill, listening, for example
while watching TV.

The first and second points that Holec (1981: 22)
makes on deconditioning; that a learner needs "to free himself from the notion that
there is one ideal method", and, "that teachers possess that method" also
highlight a need for the learners to be aware of how they prefer to learn, ie. their learner style.

Miller (1992: Appendix 10b) provides an example
scored activity on paper for learners to analyse their learning style as either analytic,
relaxed, or a mixture. He then provides feedback on the learners score, with advice
about modifying the style if it is extreme.

Ellis & Sinclair (1989: 6 - 9) have a learner self-administered diagnostic test
that is recommended on the CILL pages.

When using the Internet learners may assume that it is normal to work alone. This
impression might be reinforced by the idea of independent language learning.
However, language learning is about learning to communicate with others. Little (1996: 203) puts this in theoretical perspective
when he says, "that autonomy (as the freedom to learn) combines with dependence (as
biological imperative to interact) to generate communicative processes". Thus working
alone might not be the best way to learn autonomously, and also may not suit the
learners style or preferred strategies. It may also not be conducive to deep
learning according to Tang (1996: 196). Benson (1995: 9) highlights the importance of
collaboration when he says that, "Whether technologies in self-access inhibit or
promote autonomy may therefore be, in part, a question of whether they are used
collaboratively or not."

Therefore the CILL site contains information on learning strategies that explain the advantages of working in groups in some situations. Even though
the learners may be sitting at different computers in different locations, they can still
work in groups by using the CILL sites conferencing facilities. The advantages of
group work must, however, be qualified, and thus also explained are disadvantages of
working in groups, such as the example given by Egbert
(1996: 17) when members of a group use the principle of division of labour to do
sub-tasks, and a group member only becomes proficient in those sub-tasks, not in the whole
task.

As mentioned above, independence and autonomy are sometimes seen in political versions
of autonomy as Western ideals that may not be appropriate for the Hong Kong Chinese
context. However, there are strong arguments against this, based on sayings of ancient and
modern Chinese scholars. Pierson (1996: 49)
quotes Chu Hsi (1130 - 1200 A.D.), who states, "If you are in doubt, think it out for
yourself. Do not depend on others for explanations. Suppose there was no-one you could
ask, should you stop learning? If you could get rid of the habit of being dependent on
others, you will make your advancement in your study." He also quotes the President
of Shanghai University and a report of the State-Administered Examinations for
Self-Learners in China supporting independent learning. The section on Frequently-asked
Questions of the CILL Internet site seeks to persuade its users that independent
learning is applicable in the East, even though the present movement originated in Western
education systems (Holec 1981: 1).

Gardner and Miller (1997)
surveyed 541 self-access centre users in Hong Kong. Their results "indicated clearly
that they believed Chinese learners had no difficulty with self-access learning and that
it was an effective methodology for Chinese learners." (Gardner & Miller 1997:
44) For details, see the table below.

Gardner and Miller point out that the high proportion (over 20%) of "Dont
Know" answers in Questions C26 and C29 make these results unreliable. The 20% figure
is also nearly reached in Question C28. This high percentage may be because these
questions are asking the students to comment on the opinions of all Chinese students,
which students will not know, rather than asking for individual opinions. However, the
high percentage of students agreeing or strongly agreeing to Question C28 suggests that
self-access language learning may be appropriate for the Hong Kong Chinese context.

The ability to take charge of ones learning includes the ability to assess that
learning, both to evaluate its effectiveness, and as a guide to further study. As Holec (1980: 33) says, "The learner does not define
his needs a priori, but works them out empirically as he goes along."

The effectiveness of self-assessment is detailed by Nunan
(1996: 21), who states that, "Autonomy is enhanced when learners are encouraged to
self-monitor and self-assess."

Brindley (1989: 60) says that self-assessment
has five purposes. Firstly, learners have greater responsibility for assessment of their
proficiency and progress; secondly it lets them diagnose their strong and weak areas;
thirdly it lets them compare their present level with the level they wish to obtain;
fourthly it helps them become more motivated; and lastly it helps them to develop their
own criteria for monitoring their progress.

However, Brindley (1989: 61) also points out
that there are objections to self-assessment. "The idea that learners can be reliable
judges of their own performance is by no means universally accepted." Therefore
self-assessment is a skill, that has to be learned. Brindley
(1989: 83) divides this learning into technical training, and psychological training.
Technical training is to help the students judge their own performance, and consists of
self-monitoring of language use, development of criteria, definition of objectives, and
knowledge about language learning. The CILL Internet site discusses these in its section
on self-assessment, and in the section on the
learner diary. The psychological training involves changing the learners view of
his role in the language learning process to one where they see assessment as the
responsibility of the learner .

There is evidence that self-assessment in independent learning may work in the Hong
Kong context, where it is a rare feature of the education system, and learners are
therefore probably unfamiliar with it. The subjects of a study by Thomson (1996: 77 - 92) in Australia, in
which 35 out of 98 learners were Chinese, and the majority of these were from Hong Kong,
showed that the overall rating of attitude to the self-assessment project for these
Chinese students was 3.0 out of 4, where 4 was the highest approval rating. However, Thomson (1996: 85) does mention that there
are problems to overcome. The problems from her study were
students conditioning by traditional school culture which did not promote student
responsibility in assessment, the idea that assessment was the responsibility of the
teacher, a desire for a high level of support and guidance from the teacher in
self-assessment, few or inappropriate strategies for self-assessment, and lack of
self-esteem, especially among female Chinese students in overall rating rather than
criterion-referenced assessment.

Pierson (1996: 58) suggests that
"technology is a motivating accessory to autonomous learning". Levy (1997: 144) surveyed 100 key
practitioners of CALL, asking them for reasons for CALL being a valuable resource,
and 26 replied that it is "motivating or enjoyable". Eighteen included
autonomous learning, self-access or self-study use in their answers.

Independent Language Learning does not necessarily mean teacher-less learning. The
teacher is a language learning resource for learners, and for many learners may be the
preferred resource. Farmer and
Sweeney (1994: 138) say that 84% of surveyed second-year students at HKPU perceive the
need for some teacher guidance in a self-access context. Thus the availability of a
teaching professional, whether he or she is called a teacher,
facilitator, counsellor or tutor, is important for
users of the CILL Internet site, and is available by e-mail. However, the CILL site tries
to answer many of the questions learners may have about CILL and Independent Language
Learning in the list of Frequently-asked Questions and in the pages
on learner training. This section looks at the role of teachers
in independent language learning and how this can be applied to the CILL Internet site. It
also looks at another benefit of independent language learning centres having Internet
sites, which is the support independent language learning specialists get from them.

Pierson (1996: 58) says it is a paradox that
"the teacher, and only the teacher, leads the learner to freedom and autonomy." Holec (1981: 25 - 26) says that the most prevalent
teaching situation "will be that of learners who are not yet autonomous but are
involved in the process of acquiring the ability to assume responsibility for their
learning." He sets out three types of information that the independent language
teachers should provide for students. Firstly, information on various language competences
used in authentic English communication to help the students set their objectives and
evaluate their progress. Secondly, information on how to learn languages to help the
students with their learning strategies. Thirdly, information
on resources that students can use in their learning, such as CILLs learning pathways.

Parker (1994: 4) comments on the isolation
felt by teachers of specialisms, and one example of such a specialism could be independent
language learning. Independent language learning specialists are few in number compared to
classroom specialists, and are geographically widely spread out. Independent Language
Learning Internet sites allow such specialists to keep in touch by providing e-mail and list
addresses and disseminating new ideas such as the inter-university Virtual Language Learning Centre.

Little (1996: 203) sets out the reasons for using
information systems such as an Internet site for promoting autonomy in language learning
when he argues:

"that information systems and information technologies can promote
the development of learner autonomy to the extent that they can stimulate, mediate, and
extend the range and scope of the social and psychological interaction on which all
learning depends."

The aims of this section is to show how CALL theory can inform the design and
development of the CILL site. Theoretical considerations are discussed in the first
section aboutcriteria and conditions for a computer-supported language learning
environment and practical implications are discussed in the second section on CALL tools
for independent learning.

Esch (1996) and Egbert
(1996) both put forward frameworks for criteria and conditions for a computer-supported
language learning environment, but with different focuses.

Esch (1996:35) raises the issue of whether technology
promotes autonomy, or whether it replaces teacher control with " the slavery or
control exercised over learners by technological means." She puts forward the view
that if technology of any type can help the development of autonomous learners, it should
be used to the full. She then sets out five criteria for evaluating whether technology
creates a supportive environment for learner autonomy. The CILL site fulfils all these
criteria, as shown below.

Eschs first criterion is "Choice, or the
provision of genuine alternatives." (1996: 39)

Examples of choices she gives are, firstly that learners can choose to work alone, with
help or in classes. CILL site users can work alone, with the help of other users or a
tutor by e-mail or conferencing, or in virtual classes with both other users
and a tutor conferencing together. Secondly, that learners decide when and how often to
come, which is true of the CILL site. Thirdly that learners can come on their own or with
a friend, which is true in two ways with the CILL site, as they can work with a friend
beside them at their computer, or with a friend using another computer in another place.
Fourthly, that they can choose which language to study, which is true of the CILL site
because it has links for the four languages taught by HKPUs English Department: English, French, German and Japanese. Fifthly, Esch says that learners should be able to choose which
medium to use. The CILL site is on one medium, computers, but tells its learners how to
use other mediums such as film, books and
newspapers. Choice Six is the choice whether to use authentic
or exercise-for-language-learning-type materials.
Links to both types, and explanations of why and how to use them are on the site. The
seventh choice is what activities to carry out. CILL site users do not have to follow any
path through the materials suggested on the site. Finally, Esch suggests that learners
should be given a choice of formal or informal; summative or formative evaluation. CILL
site users can opt for formal assessment, for example by e-mailing a piece of written work
to a tutor for assessment, although it is CILL policy that marked assignments for any HKPU
course will not be proof-read by CILL tutors. They can ask for informal assessment, for
example by recording their pronunciation and e-mailing it as an
attached file to a tutor for assessment. For formative assessment users can, for
example, identify their prior learning in the introductory sections of materials, identify
areas of weakness through diagnostic activities such as grammar
tests; failures in communication with other Internet users on e-mail; or get
constructive feedback from CILL tutors on their e-mail writing. For summative assessment
that measures and records learners attainment users can take a test such as
re-taking a grammar test in an area that they had been weak in, or by submitting a piece
of written work to a tutor for assessment after they have studied a genre or skill.

Eschs second criterion is flexibility, which
she defines as the possibility of self-repair and changing of options. Users of the CILL
site can, at any time, choose to stop doing an activity and change to another or quit.

Her third criterion is adaptability/modifiability. By adaptability she means the
ability of the system; e.g. in its categorisation of materials, to be accessible to
learners with varying needs. The hyperlinking system of the Internet facilitates this by
allowing links from multiple places to point to the same resource. By modifiability Esch means the possibility of learners modifying existing
materials. CILL site users can indirectly modify materials and the site itself by
e-mailing webmasters about changes or additions they would like to make.

The fourth criterion she suggests is reflectivity/negotiability. She gives three
examples of this. They are: a learning advisory service, learner-training courses and a
help desk. The second is on the CILL site (see Appendix 13), although it is not in the
form of a course, but as advice. The first and third are available by e-mailing a tutor.

Eschs final criterion is shareability, which
she defines as the ability to share activities and problems with others. She gives the
example of The Chinese Universitys electronic pen friends as a way of
doing this. The CILL site also gives its users the opportunity to make such pen-pals.

Egbert (1996: 3-4) also has some conditions for an
ideal computer-supported language learning environment. She suggests four conditions for
an ideal language learning environment that the CILL Internet site attempts to provide.

Firstly, she says that condition one should be, "Opportunities for learners to
interact and negotiate meaning with an authentic audience." The CILL site provides
these through opportunities to interact with e-mail pen-pals and discussion lists such as The Digital Education Network's On-Line Forums
on the Internet.

The second condition is that learners should be, "involved in authentic tasks
which promote exposure to and production of varied and creative language." The CILL
site addresses this need in two ways. The first is by providing learners with
opportunities for communication as detailed in the previous paragraph, and the second is
by providing learners with tools for carrying out other authentic tasks such as academic
writing for their university courses. For example there are links to dictionaries, grammar and pronunciation resources to help the learners with the production
of language.

The final condition is "An atmosphere with ideal stress/anxiety level in a learner
centred classroom." Although the CILL Internet site need not be accessed from a
classroom, it could be regarded as a virtual classroom in that there are
opportunities for interaction with classmates and a various teachers using text
conferencing and e-mail, there are resources for studying such as dictionaries
and grammar resources, and resources for studying such as
on-line lessons. It could be argued that a virtual classroom has a lower
stress/anxiety level than a real classroom because, as Levy
(1997: 205) points out, the learner chooses when and how to interact, which may give the
learner more control over the conditions that give rise to communicative stress.

Milton (1997: 246) describes the development of
writing tools available for learners at the Hong Kong University of Science and Technology
(UST). His premise is "that it is technically and pedagogically more effective to
provide learners with writing tools than to present them with a computer program that
models a human tutor." His tools are e-mail for higher order writing
skills; concordancers to use to see how
expressions and structures are used in authentic situations; and on-line language
resources such as dictionaries and thesauri. All these, and
instructions on how to use them, are available from the CILL site (see Appendices 2, 15,
& 16).

UST has a program integrated into the students word-processing program that
includes five features, four of which are also available, although in a simpler form, from
the CILL site. The other is not technically possible in HTML ( the Hyper-text Markup
Language of the WWW).

Firstly there are style templates for various formats. The CILL site has a style
template for report writing.

Four students were interviewed as part of a different investigation, and were asked
whether they had used the CILL site. Two said that they had not, one could not tell the
difference between the CILL site and the Internet as a whole, and the fourth did not find
the site useful, although she only seems to have accessed one page:

Researcher: No. OK. Have you used the CILL Internet pages like this one
with the yellow border and the white here?

Interviewee: See a little.

Researcher: Have you done the reading, writing, listening, speaking, or what did you
do?

Interviewee: At that time I need to present and I found the speaking,
speaking.

Researcher: OK. And was it useful?

Interviewee: It's not very useful because I don't know where the material I can find.

The interviews revealed a lack of use the learner
training opportunities provided in CILL. For example, three out of
four interviewees had never used the books from the Study Skills shelf and had never been
to a workshop.

The low number of recorded hits on the CILL site (about 300 by the end of
the first writing of this page) may have been due to the positioning of the hit counter.
This was not put on the default home page because this page used to be accessed as the
startup page when any student in CILL wishes to use any part of the Internet. Therefore
the hit counter was put on a page which is exactly the same as the home page, but which
was only accessed when a student returns to the home page after accessing other pages on
the CILL site. This happened much less frequently than hits to the startup page, and users
do not have to go back to the home page to browse around the site. Therefore the hit
counter was not an accurate measure of the number of hits on the site. A better place for
the counter has since been found. Now the default page accessed by the computers in CILL
is called 'default1.htm', and there is no hit counter on it.
The page that outsiders come to and CILL students come to if they press the 'Home' button
on the site is called 'default.htm' and this is where the hit
counter is.

The low level of use of the learner training and development opportunities provided by
the CILL pages could be for one of three reasons.

Firstly, it could be due to the students overall satisfaction with their perceived
independent language learning abilities, a satisfaction found as the result of a different
research project. Thus students might feel they have no need to access the learner
training and development opportunities provided on the CILL site.

Secondly, CILL students might not know of the existence of these learner training
opportunities, perhaps because they rarely use the CILL Internet site as a whole, perhaps
because some students do not use the Internet, and perhaps because the site is not
mentioned in the orientation students receive when they first come to CILL.

Thirdly, when asked what type of learner training they would like in CILL, the students
tended to pick learner training rather than learner development options, for example, how
to use the computers to learn English, and how to book a room.